O Brincar das crianças indígenas e interculturalidade: uma proposta didático-pedagógica decolonial na Educação Infantil
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Data
2024-02-28
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Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa tem como tema o brincar das crianças indígenas na Educação Infantil e como objetivo geral compreender o brincar em uma escola indígena de Educação Infantil e construir uma proposta de educação intercultural entre as crianças da escola indígena e as de uma escola municipal. Os objetivos específicos são: identificar as brincadeiras presentes entre crianças de quatro e cinco anos de uma escola indígena do interior paulista; construir uma proposta, em formato de livro infantil, mediada pelas brincadeiras identificadas, visando à promoção de uma educação intercultural na Educação Infantil no contexto de uma escola indígena e de uma escola municipal. O referencial teórico está fundamentado em estudos do pensamento decolonial e da interculturalidade crítica, em articulação com a cultura corporal indígena no contexto da Educação Infantil. A pesquisa é fundamentada na abordagem qualitativa, do tipo pesquisa-ação, e foi desenvolvida em dois contextos: uma escola indígena do interior paulista e uma escola de Educação Infantil municipal. Participaram da pesquisa seis professores(as) e 29 crianças das duas escolas. Com base nos resultados, foi identificado o repertório de brincadeiras das crianças Terena da aldeia Kopenoti. A escuta sensível permitiu esse levantamento, o qual, por sua vez, possibilitou as vivências das brincadeiras e as escolhas daquelas às quais as próprias crianças gostariam de dar visibilidade por meio de um livro infantil. Ao analisar o brincar na perspectiva intercultural, promovendo um intercâmbio entre as crianças Terena da aldeia Kopenoti e as crianças da escola municipal, constatamos que é possível aplicar a Lei nº 11645/2008 (Brasil, 2008), que torna obrigatório o ensino da história e Cultura Indígena nas escolas brasileiras; substituir as práticas estereotipadas de trabalhos com a Cultura Indígena por práticas permeadas pelo pensamento decolonial e interculturalidade crítica; ampliar a visão de mundo da criança, possibilitando conhecer outros saberes e modos de vida evitando manter a formação de estereótipos e preconceitos; e efetivar a Cultura Indígena em todos os Projetos Políticos Pedagógicos das escolas. Conclui-se que, por meio desse diálogo intercultural, possa ser gerada uma educação humanizadora, emancipadora e transformadora da realidade nas escolas de Educação Infantil, a qual respeite as diversidades culturais brasileiras.
This research has as its theme the playing of indigenous children in Early Childhood Education and the general objective is to understand playing in an indigenous Early Childhood Education school and build a proposal for intercultural education between children from the indigenous school and those from a municipal school. The specific objectives are: to identify the games played among children aged four and five at an indigenous school in the interior of São Paulo; build a proposal, in the format of a children's book, mediated by the identified games, aiming to promote intercultural education in Early Childhood Education in the context of an indigenous school and a municipal school. The theoretical framework is based on studies of decolonial thinking and critical interculturality, in conjunction with indigenous body culture in the context of early childhood education. The research is based on a qualitative approach, of the action research type, and was developed in two contexts: an indigenous school in the interior of São Paulo and a municipal preschool. Six teachers and 29 children from both schools participated in the research. Based on the results, the play repertoire of Terena children from Kopenoti village was identified. Sensitive listening allowed this survey, which, in turn, enabled the experiences of play and the choices of those that the children themselves would like to give visibility to through a children's book. When analyzing play from an intercultural perspective, promoting an exchange between Terena children from the Kopenoti village and children from the municipal school, we found that it is possible to apply Law No. 11645/2008 (Brazil, 2008), which makes the teaching of history and indigenous culture in Brazilian schools; replace stereotypical practices of working with indigenous culture with practices permeated by decolonial thinking and critical interculturality; expand the child's worldview, enabling them to learn about other knowledge and ways of life, avoiding the formation of stereotypes and prejudices; Indigenous Culture be implemented in all schools' Pedagogical Political Projects. It is concluded that, through this intercultural dialogue, a humanizing, emancipating and reality-transforming education can be generated in early childhood education schools, which respects Brazilian cultural diversities.
This research has as its theme the playing of indigenous children in Early Childhood Education and the general objective is to understand playing in an indigenous Early Childhood Education school and build a proposal for intercultural education between children from the indigenous school and those from a municipal school. The specific objectives are: to identify the games played among children aged four and five at an indigenous school in the interior of São Paulo; build a proposal, in the format of a children's book, mediated by the identified games, aiming to promote intercultural education in Early Childhood Education in the context of an indigenous school and a municipal school. The theoretical framework is based on studies of decolonial thinking and critical interculturality, in conjunction with indigenous body culture in the context of early childhood education. The research is based on a qualitative approach, of the action research type, and was developed in two contexts: an indigenous school in the interior of São Paulo and a municipal preschool. Six teachers and 29 children from both schools participated in the research. Based on the results, the play repertoire of Terena children from Kopenoti village was identified. Sensitive listening allowed this survey, which, in turn, enabled the experiences of play and the choices of those that the children themselves would like to give visibility to through a children's book. When analyzing play from an intercultural perspective, promoting an exchange between Terena children from the Kopenoti village and children from the municipal school, we found that it is possible to apply Law No. 11645/2008 (Brazil, 2008), which makes the teaching of history and indigenous culture in Brazilian schools; replace stereotypical practices of working with indigenous culture with practices permeated by decolonial thinking and critical interculturality; expand the child's worldview, enabling them to learn about other knowledge and ways of life, avoiding the formation of stereotypes and prejudices; Indigenous Culture be implemented in all schools' Pedagogical Political Projects. It is concluded that, through this intercultural dialogue, a humanizing, emancipating and reality-transforming education can be generated in early childhood education schools, which respects Brazilian cultural diversities.
Descrição
Palavras-chave
Cultura Indígena, Brincar, Educação Infantil, Indigenous Culture, To play, Child education
Como citar
Santos, C. N. P. dos. O Brincar das crianças indígenas e Interculturalidade: uma proposta didático-pedagógica decolonial na Educação Infantil. Orientadora: Fernanda Rossi. 2024. 205 f. Dissertação (Mestre em Docência para a Educação Básica) – Faculdade de Ciências, Universidade Estadual Paulista [UNESP], Bauru, 2024.